Teacher preparedness and professional development needs for successful technology integration in teacher education

Abstract

The link between teacher preparedness and the evolving technological advancement within teacher education is crucial in recent times. This study explores the current state of teacher readiness in Colleges of Education (CoE) in Ghana. It focused on integrating technology into the teacher preparation programmes by leveraging teachers' readiness and continuous professional development. A mixed-method approach was employed, involving 485 participants (469 tutors & 16 principals) selected from sixteen colleges using cluster, stratefied and purposive sampling techniques. Quantitative data were collected through structured questionnaires, while qualitative data were sought through semi-structured interview schedules. The quantitative data were analyzed using descriptive and inferential statistics, and the qualitative data underwent inductive analysis. The findings indicated that factors like age, gender, higher qualifications, and professional experience influenced technology integration. Key tools such as smartphones and Microsoft Office 365 were insufficient for effective technology use, mainly due to infrastructural challenges and resistance to change. The study recommends resourcing teacher training institutions and regular in-service training by the Ministry of Education to equip CoE staff with the necessary skills for technology integration.